Reading distance-time graphs

Reading distance-time graphs

Auto-markingPencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about reading information off a distance-time graph.

Question

a)  Tamaiti drove his car for three hours. In the first hour he travelled at 100 km/h,
     and in the second hour he travelled at 25 km/h. In the third hour he travelled at 50 km/h. 
     Which graph best represents his trip?

    • option 1
                  Time

    • option 2
                  Time

    • option 3
                  Time

    • option 4
                  Time

Question

b)  Jill ran a 1500 metre race.
     She started off fast but gradually slowed down until just near the end when she gradually sped up again.
     Which graph best represents her race?

    •             Time

    •             Time

    •             Time

    •             Time

Question

c)  Teuila rode her bike over three stages of a mountain bike course.
     The first stage was uphill, the second stage was downhill and the third stage was along the flat.
     Which graph best represents her ride?

    •                 Time

    •             Time

    •             Time

    •             Time

Task administration: 
This task is completed with pencil and paper or online with auto-marking.
Levels:
4, 5
Curriculum info: 
Maths, Number and Algebra, Patterns and relationships, Science, Communicating in science, Physical World
Keywords: 
graph interpretation, distance-time graphs, line graphs, speed
Description of task: 
Students interpret distance-time graphs for a number of scenarios.
Curriculum Links: 
Science capabilities
The capabilities focus is brought about by the conversations you have and the questions you ask.
 
Capability: Interpret representations
This resource provides opportunities  to discuss interpretation of formal science representations, e.g., distance/time graphs. 
 
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Patterns and relationships, sets 5-6
Patterns and relationships, sets 6-7
within the Mathematics Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Science capabilities: 
Interpret representations
Answers/responses: 

 

Y10 (08/2000)

a)
option 3
            Time

very easy

b)
            Time

very easy

c)
            Time

difficult
For further information about using graphs and tables refer to the article, Tables and graphs.​